This article presents a research on the influence of positive reinforcements on the motivation of civilian and military students in the training process and its relation with therewards given from the superiors for getting better performanceat the university . The study is conducted in a real educational environment. The subject of the study is the positive reinforcements and the end results in the training process. The object of the study is cadets in the last year of their education in the Military Science professional field, specialising in Organisation and Management of Military Units at a Tactical Level at the National Military University in Bulgaria. In the course of theoretical research were studied motivational theories of needs, socially acquired knowledge, behavioural, cognitive, psychoanalytic and biological motivational theories.
{"title":"Students’ Motivation in the Training Process and its Relation to the Rewards from Superiors for Getting Better Performance","authors":"E. Petrova","doi":"10.26458/1736","DOIUrl":"https://doi.org/10.26458/1736","url":null,"abstract":"This article presents a research on the influence of positive reinforcements on the motivation of civilian and military students in the training process and its relation with therewards given from the superiors for getting better performanceat the university . The study is conducted in a real educational environment. The subject of the study is the positive reinforcements and the end results in the training process. The object of the study is cadets in the last year of their education in the Military Science professional field, specialising in Organisation and Management of Military Units at a Tactical Level at the National Military University in Bulgaria. In the course of theoretical research were studied motivational theories of needs, socially acquired knowledge, behavioural, cognitive, psychoanalytic and biological motivational theories.","PeriodicalId":371085,"journal":{"name":"CSN: Pedagogy (Topic)","volume":"28 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121177477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We identify California public middle schools that use a 7th grade achievement threshold to place students into 8th grade Algebra. These schools provide 439 opportunities to estimate regression discontinuity effects of 8th grade Algebra placement. We meta-analyze these effects and find small positive effects on students’ high school math and English achievement, and substantial positive effects on high school math course-taking. Further, our analyses indicate substantial treatment effect heterogeneity across schools. Descriptive analyses suggest a positive relationship between treatment effects and average school student achievement and the location of the placement threshold, and a negative relationship with student poverty.
{"title":"Understanding the Effects of Middle School Algebra: A Regression Discontinuity Approach","authors":"A. McEachin, T. Domina, Andrew M. Penner","doi":"10.2139/ssrn.3055923","DOIUrl":"https://doi.org/10.2139/ssrn.3055923","url":null,"abstract":"We identify California public middle schools that use a 7th grade achievement threshold to place students into 8th grade Algebra. These schools provide 439 opportunities to estimate regression discontinuity effects of 8th grade Algebra placement. We meta-analyze these effects and find small positive effects on students’ high school math and English achievement, and substantial positive effects on high school math course-taking. Further, our analyses indicate substantial treatment effect heterogeneity across schools. Descriptive analyses suggest a positive relationship between treatment effects and average school student achievement and the location of the placement threshold, and a negative relationship with student poverty.","PeriodicalId":371085,"journal":{"name":"CSN: Pedagogy (Topic)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117305315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-26DOI: 10.26858/WTETEV15I1Y2017P6873
U. Mulbar, Abdul Rahman, A. Ahmar
The aim of this study is to obtain a description of the mathematical problem-solving ability of first year students of the Statistics Department at Universitas Negeri Makassar, Makassar, South Sulawesi, Indonesia, based on the SOLO taxonomy and the cognitive style. This study uses a qualitative explorative method. The hypothesis of the study was that students who exhibit a field independent (FI) cognitive style have a higher level of capability in terms of the SOLO taxonomy levels for problem-solving of mathematics than students who have the field dependent (FD) cognitive style. The results of this study show that a SOLO taxonomy level for the GK-FD subject is pre-structural and the GK-FI subject is uni-structural.
{"title":"Analysis of the Ability in Mathematical Problem-Solving Based on SOLO Taxonomy and Cognitive Style","authors":"U. Mulbar, Abdul Rahman, A. Ahmar","doi":"10.26858/WTETEV15I1Y2017P6873","DOIUrl":"https://doi.org/10.26858/WTETEV15I1Y2017P6873","url":null,"abstract":"The aim of this study is to obtain a description of the mathematical problem-solving ability of first year students of the Statistics Department at Universitas Negeri Makassar, Makassar, South Sulawesi, Indonesia, based on the SOLO taxonomy and the cognitive style. This study uses a qualitative explorative method. The hypothesis of the study was that students who exhibit a field independent (FI) cognitive style have a higher level of capability in terms of the SOLO taxonomy levels for problem-solving of mathematics than students who have the field dependent (FD) cognitive style. The results of this study show that a SOLO taxonomy level for the GK-FD subject is pre-structural and the GK-FI subject is uni-structural.","PeriodicalId":371085,"journal":{"name":"CSN: Pedagogy (Topic)","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128130875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-06-01DOI: 10.15614/IJPP/2016/V7I2/122101
S. Bhat, Anoop Beri
The aim of present research is to evaluate the disparity among social adjustment and job performance of college teachers on the basis of gender and to examine the effect of social adjustment on job performance. In this exploratory research three hypotheses were formulated to guide the present study. The subjects of present study were 108 college teachers both public and private who were administered two research instruments namely Social Adjustment Inventory & Job Performance Scale developed by R.C.Deva (2011) & Goodman and Svyantek's (1999) respectively to report collected data and analysis was conducted by SPSS 21 software employing independent t-test and regression analysis at .05 & .01 level of significance. The results of the analysis showed social adjustment and job performance of college teachers don't differ significantly on the basis of gender, also results reveal a significant positive relationship between social adjustment and job performance. Further results revealed social adjustment significantly predicts job performance with a magnitude of 73.3% of variance. Following these conclusions social adjustment of the college teachers must be studied comprehensively, so that their performance gets enhanced.
{"title":"Social Adjustment and Job Performance of College Teachers: An Analytical Study","authors":"S. Bhat, Anoop Beri","doi":"10.15614/IJPP/2016/V7I2/122101","DOIUrl":"https://doi.org/10.15614/IJPP/2016/V7I2/122101","url":null,"abstract":"The aim of present research is to evaluate the disparity among social adjustment and job performance of college teachers on the basis of gender and to examine the effect of social adjustment on job performance. In this exploratory research three hypotheses were formulated to guide the present study. The subjects of present study were 108 college teachers both public and private who were administered two research instruments namely Social Adjustment Inventory & Job Performance Scale developed by R.C.Deva (2011) & Goodman and Svyantek's (1999) respectively to report collected data and analysis was conducted by SPSS 21 software employing independent t-test and regression analysis at .05 & .01 level of significance. The results of the analysis showed social adjustment and job performance of college teachers don't differ significantly on the basis of gender, also results reveal a significant positive relationship between social adjustment and job performance. Further results revealed social adjustment significantly predicts job performance with a magnitude of 73.3% of variance. Following these conclusions social adjustment of the college teachers must be studied comprehensively, so that their performance gets enhanced.","PeriodicalId":371085,"journal":{"name":"CSN: Pedagogy (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130818836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-06-01DOI: 10.1111/j.1468-2419.2011.00397.x
A. Saks, L. Burke
The purpose of this study was to investigate the relationship between training evaluation and the transfer of training in organizations. We hypothesized that training evaluation frequency will be related to higher rates of transfer because evaluation information can identify weaknesses that lead to improvements in training programs and create greater accountability among stakeholders for training outcomes. The data were obtained from 150 training professionals who were members of a training and development association in Canada. The results indicated that training evaluation frequency is positively related to training transfer. However, among Kirkpatrick's four levels of evaluation criteria, only behavior and results criteria were related to higher rates of transfer of training, indicating that the level of evaluation criteria is important for training transfer. These results indicate the importance of organizational-level initiatives such as training evaluation in addition to individual-level practices for facilitating the transfer of training.
{"title":"An Investigation into the Relationship between Training Evaluation and the Transfer of Training","authors":"A. Saks, L. Burke","doi":"10.1111/j.1468-2419.2011.00397.x","DOIUrl":"https://doi.org/10.1111/j.1468-2419.2011.00397.x","url":null,"abstract":"The purpose of this study was to investigate the relationship between training evaluation and the transfer of training in organizations. We hypothesized that training evaluation frequency will be related to higher rates of transfer because evaluation information can identify weaknesses that lead to improvements in training programs and create greater accountability among stakeholders for training outcomes. The data were obtained from 150 training professionals who were members of a training and development association in Canada. The results indicated that training evaluation frequency is positively related to training transfer. However, among Kirkpatrick's four levels of evaluation criteria, only behavior and results criteria were related to higher rates of transfer of training, indicating that the level of evaluation criteria is important for training transfer. These results indicate the importance of organizational-level initiatives such as training evaluation in addition to individual-level practices for facilitating the transfer of training.","PeriodicalId":371085,"journal":{"name":"CSN: Pedagogy (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132835550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-06-01DOI: 10.1111/j.1468-2419.2011.00395.x
B. Joo, Ji Hoon Song, D. H. Lim, S. Yoon
This study investigates the influence of perceived learning culture, developmental feedback and team cohesion on team creativity. The results showed that the demographic variables, the three antecedents and their interactions explained 41 per cent of variance in team creativity. Team creativity was positively correlated with a higher level of learning culture, developmental feedback and team cohesion. In addition to the main effects, two interaction effects (developmental feedback and team cohesion; learning culture and team cohesion) were significant. In view of these results, organizations seeking to increase team creativity need an integrated strategy incorporating elements of culture management, effective coaching and team development. Implications, limitations and recommendations for future research are discussed.
{"title":"Team Creativity: The Effects of Perceived Learning Culture, Developmental Feedback and Team Cohesion","authors":"B. Joo, Ji Hoon Song, D. H. Lim, S. Yoon","doi":"10.1111/j.1468-2419.2011.00395.x","DOIUrl":"https://doi.org/10.1111/j.1468-2419.2011.00395.x","url":null,"abstract":"This study investigates the influence of perceived learning culture, developmental feedback and team cohesion on team creativity. The results showed that the demographic variables, the three antecedents and their interactions explained 41 per cent of variance in team creativity. Team creativity was positively correlated with a higher level of learning culture, developmental feedback and team cohesion. In addition to the main effects, two interaction effects (developmental feedback and team cohesion; learning culture and team cohesion) were significant. In view of these results, organizations seeking to increase team creativity need an integrated strategy incorporating elements of culture management, effective coaching and team development. Implications, limitations and recommendations for future research are discussed.","PeriodicalId":371085,"journal":{"name":"CSN: Pedagogy (Topic)","volume":"292 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122876466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Why We Were Interested:Standardized achievement tests have come to be recognized as the "one and only acceptable means of measuring how well kids, teachers, and schools are doing. This is despite the fact that the tests don't in any way match the instruction that kids in any given class receive. Moreover, they don't even try to determine what kids have learned, but only how they stack up with kids at the same grade level. People inside and outside of testing recognize these fatal flaws, but they don't consider them fatal. The excuse is, "They're the best we have. There's no better way." We thought there might indeed be a better way.What We Did:We had access to around 200,000 kids in about 450 schools in rural districts in 19 states in the US that were participating in a structured program in reading and math in grades 1-6. The instruction cut across grade levels to concentrate on matters the kids had not learned, irrespective of their grade. At the end of the year, we gave a large sample of the kids tests to get data on fourareas of instruction: reading decoding and math computation, that we termed "definite instruction" and reading comprehension and math concepts that we termed "indefinite instruction. We used three different kinds of tests in each instructional area: off-the-shelf standardized achievement tests, tests that matched the general curriculum emphases at a given grade, and tests that matched the actual instruction the kids had received.We tested each kid at a level of the test that most closely matched the level of instruction received during the year (referred to as "at instruction") and also the next higher level for each kind of test (referred to as "above instruction").So we were able to look at what happened in the two subjects - reading and math - in the two areas of instruction - definite and indefinite - on the three kinds of tests - that varied in the degree they departed from the instruction received, and that also varied in terms of whether they focused on matters - the level of the instruction received or were above the level of the instruction received. Quite a bit to look at.What We Found Out:First we did the standard analyzes of how reliable the tests were and how they interrelate, It turned out that each test was acceptably reliable. And the tests in each subject were highly correlated. Had we stopped here we would have concluded, "It really doesn't matter which kind of test you use. And since standardized tests are traditional, they win."-which is about what the testing experts say and what the public accepts. We went on to look at the information yielded by the standardized achievement test (SAT) Grade Equivalents. The SATs that most closely matched the instruction the kids received produced low grade equivalents. But these grade equivalents reflected the level of the instruction at which the kids were working. But SATs are not administered at the grade level at which the kid is (or should be) working, but rather at
{"title":"All Achievement Tests are Not Created Equal","authors":"R. Hanson, Dick Schutz","doi":"10.2139/ssrn.1334907","DOIUrl":"https://doi.org/10.2139/ssrn.1334907","url":null,"abstract":"Why We Were Interested:Standardized achievement tests have come to be recognized as the \"one and only acceptable means of measuring how well kids, teachers, and schools are doing. This is despite the fact that the tests don't in any way match the instruction that kids in any given class receive. Moreover, they don't even try to determine what kids have learned, but only how they stack up with kids at the same grade level. People inside and outside of testing recognize these fatal flaws, but they don't consider them fatal. The excuse is, \"They're the best we have. There's no better way.\" We thought there might indeed be a better way.What We Did:We had access to around 200,000 kids in about 450 schools in rural districts in 19 states in the US that were participating in a structured program in reading and math in grades 1-6. The instruction cut across grade levels to concentrate on matters the kids had not learned, irrespective of their grade. At the end of the year, we gave a large sample of the kids tests to get data on fourareas of instruction: reading decoding and math computation, that we termed \"definite instruction\" and reading comprehension and math concepts that we termed \"indefinite instruction. We used three different kinds of tests in each instructional area: off-the-shelf standardized achievement tests, tests that matched the general curriculum emphases at a given grade, and tests that matched the actual instruction the kids had received.We tested each kid at a level of the test that most closely matched the level of instruction received during the year (referred to as \"at instruction\") and also the next higher level for each kind of test (referred to as \"above instruction\").So we were able to look at what happened in the two subjects - reading and math - in the two areas of instruction - definite and indefinite - on the three kinds of tests - that varied in the degree they departed from the instruction received, and that also varied in terms of whether they focused on matters - the level of the instruction received or were above the level of the instruction received. Quite a bit to look at.What We Found Out:First we did the standard analyzes of how reliable the tests were and how they interrelate, It turned out that each test was acceptably reliable. And the tests in each subject were highly correlated. Had we stopped here we would have concluded, \"It really doesn't matter which kind of test you use. And since standardized tests are traditional, they win.\"-which is about what the testing experts say and what the public accepts. We went on to look at the information yielded by the standardized achievement test (SAT) Grade Equivalents. The SATs that most closely matched the instruction the kids received produced low grade equivalents. But these grade equivalents reflected the level of the instruction at which the kids were working. But SATs are not administered at the grade level at which the kid is (or should be) working, but rather at","PeriodicalId":371085,"journal":{"name":"CSN: Pedagogy (Topic)","volume":"595 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116318397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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